Student affairs – Jules Student Services http://jules-studentservices.com/ Tue, 11 Jan 2022 05:44:22 +0000 en-US hourly 1 https://wordpress.org/?v=5.8 https://jules-studentservices.com/wp-content/uploads/2021/10/default1-120x117.png Student affairs – Jules Student Services http://jules-studentservices.com/ 32 32 Akirah Bradley-Armstrong of Student Affairs to Take Position in California | CU Boulder today https://jules-studentservices.com/akirah-bradley-armstrong-of-student-affairs-to-take-position-in-california-cu-boulder-today/ Mon, 10 Jan 2022 16:56:29 +0000 https://jules-studentservices.com/akirah-bradley-armstrong-of-student-affairs-to-take-position-in-california-cu-boulder-today/ Provost Russell Moore today announced that the Vice Chancellor for Student Affairs Akirah Bradley-Armstrong has accepted the post of Vice Chancellor for Student Affairs and Achievement at the University of California, Santa Cruz. Bradley-Armstrong will be completing most of the spring semester at CU Boulder. Its last day will be April 1. Moore plans to […]]]>

Provost Russell Moore today announced that the Vice Chancellor for Student Affairs Akirah Bradley-Armstrong has accepted the post of Vice Chancellor for Student Affairs and Achievement at the University of California, Santa Cruz. Bradley-Armstrong will be completing most of the spring semester at CU Boulder. Its last day will be April 1. Moore plans to announce an interim leader and a process to appoint a permanent successor to lead the student affairs division later this spring.

“I would like to thank Akirah for her exceptional leadership within our student affairs division,” said Moore. “In every role she has played in the division, Akirah has brought vision, purpose and an abundant warmth and humanity to the mission of serving students and working in partnership with faculty and staff. We wish him good luck at UC Santa Cruz.

Moore recognized Bradley-Armstrong for his leadership in a number of important stages of student affairs, including the following:

  • Began to serve as Vice-Chancellor in January 2020, at the start of the pandemic. His leadership throughout the collaboration was student-focused and helped the Student Affairs division overcome significant financial impacts.
  • From Katherine Eggert, Senior Vice-President, Academic Planning and Assessment, Senior Associate Vice Chancellor and Director of Communications Jon Leslie and Senior Associate Vice Chancellor for IT and Director IT Marin Stanek to initiate and lead the Undergraduate Student Success Leadership Implementation Team ( BUS-LIT).
  • Led the transformation of Hallett Hall as part of Social Justice in 2017, with the addition of two new Living and Learning Communities (LLC), Lucile B. Buchanan LLC and Multicultural Perspectives LLC, created to better support under-represented students.
  • Led the creation of Housing Master Plan to guide the housing and support needs of residents for the next 10 years and provide a framework for campus housing plans for the next 30 years.
  • Supervision of the opening in 2019 of the new Williams Village Est Residence.
  • Served as a faculty affiliate in the Master’s program in higher education with the School of Education.

Bradley-Armostrong began her work at CU Boulder in 2016 as Dean of Students and also served as Associate Vice Chancellor of Student Affairs, managing student operations and auxiliaries. Prior to working at CU Boulder, Bradley worked as a student affairs manager at the University of California at Berkeley, for Semester at Sea, and the University of Vermont. She is currently a faculty member and lecturer in the Masters of Higher Education program at CU Boulder and has published several articles in higher education journals and books.

“It has been an absolute privilege to work with and for the staff, faculty and students who make up our college community at CU Boulder,” said Bradley-Armstrong. “I’m incredibly proud of the progress we’ve made and the work we’ve done to support our students who overcome challenges every day. The CU community has taught me so much during my time here, and these experiences have helped influence my professional growth. I am grateful for the opportunities I have had over the past six years at CU as a Buff, and I will be taking those lessons with me on the next leg of my journey.

Bradley-Armstrong received a Bachelor of Science in Business Administration from Mansfield University in Pennsylvania, a Masters of Education in Higher Education Student Business from the University of Vermont, and a Doctorate in Educational Leadership from the University of California, Davis


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Joshua Curtin appointed Assistant Vice President of Student Affairs at SGTC – Americus Times-Recorder https://jules-studentservices.com/joshua-curtin-appointed-assistant-vice-president-of-student-affairs-at-sgtc-americus-times-recorder/ Thu, 06 Jan 2022 21:41:28 +0000 https://jules-studentservices.com/joshua-curtin-appointed-assistant-vice-president-of-student-affairs-at-sgtc-americus-times-recorder/ By Su Ann Bird AMERICA – South Georgia Technical College President Dr John Watford today announced that Joshua Curtin of Leesburg has been appointed Assistant Vice President of Student Affairs with responsibility for student accommodation and meals in residence, activities students, intramural sports and other student-oriented tasks. He will also act as the college’s emergency […]]]>

By Su Ann Bird

AMERICA – South Georgia Technical College President Dr John Watford today announced that Joshua Curtin of Leesburg has been appointed Assistant Vice President of Student Affairs with responsibility for student accommodation and meals in residence, activities students, intramural sports and other student-oriented tasks. He will also act as the college’s emergency operations manager and COVID coordinator. He will report to SGTC vice-president of student affairs, Eulish Kinchens.

“Please join me in welcoming Joshua Curtin to South Georgia Technical College,” said President Watford. “We are very pleased to have someone with their experience and knowledge to join our staff in this crucial position. I look forward to working with him. We expect great things from him.

Curtin comes to Andrew College’s South Georgia Technical College in Cuthbert, Georgia, where he served as an academic and career mentor for Title III scholarships. Prior to joining Andrew College in 2019, he was Director of Campus Life at Georgia Southwestern State University from March 2005 to December 2018.

At GSW, he planned and executed special event programs including Reunion, Presidential Inauguration Week, Greek Week, Fall Festivals, Hospitality Week activities, Days of registration and orientation programs. He created, developed and implemented all of GSW’s orientation programs, including online, transfer, freshmen and graduates, as well as trained all participating members. He has provided leadership training and development to faculty and staff, executive leaders and team members of student organizations and volunteers.

He also helped found the university’s first online academic honor society, Epsilon Delta Lambda, spearheaded the creation and implementation of GSW’s Food Pantry program, and revamped the registration process for students. GSW student and student engagement organizations to implement Canes Connect and various trainings and protocol and safety guidelines. He also championed and created GSW’s first Esports athletic sports team.

He has expanded his duties on campus to include more academic and professional mentoring during his time at Andrew College. Curtin was responsible for approving all designated educational transactions, including pre-registration, drop-outs, additions, and withdrawals, while also serving as a mentor and academic advisor. He helped monitor student academic progress, mental health, and sociability, and consulted with students to develop effective search strategies for desired jobs. He also planned, budgeted, implemented and marketed all of the Career Services “Adulting 101” and career development programs.

Curtin is currently ABD in his doctoral program at the University of Georgia, focusing on an ED.D in Student Affairs Leadership from the University of Georgia. His thesis study is on “Understanding the engagement experiences of traditional age students and commuters who are not currently involved in traditional campus pathways in a coschool setting.

He also holds a Masters of Business Administration – Management from Georgia Southwestern State University and a Bachelor of Business Administration – Human Resources Management from GSW.

Josh is married to his college sweetheart Shannon Wiederkehr, who is also a two-time Georgia Southwestern graduate who was a member and now alumnus of the Kappa Delta Sorority, and is the author of The Best Laid Plans book series ( 9 books in total). When not writing, Shannon also homeschool their only child, Seraphina, who is currently 9 years old and whose activities include tennis, horseback riding and a member of the Roots and Shoots program through the Jane Goodall. Institute.


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Making the Most of Faculty Office Hours | Student Affairs Division https://jules-studentservices.com/making-the-most-of-faculty-office-hours-student-affairs-division-3/ Thu, 06 Jan 2022 21:05:41 +0000 https://jules-studentservices.com/making-the-most-of-faculty-office-hours-student-affairs-division-3/ One of the best ways to stay ahead of your lessons is to use your teachers as a resource. Believe it or not, they want to see you succeed. The more questions you ask and interact with in and out of class, the easier your learning experience can be. Here is a list of things […]]]>

One of the best ways to stay ahead of your lessons is to use your teachers as a resource. Believe it or not, they want to see you succeed. The more questions you ask and interact with in and out of class, the easier your learning experience can be. Here is a list of things to try to maximize your teacher’s office hours.

Note office hours

At the start of the semester, it may be helpful to write down the office hours information for each of your classes in one place. Write down the names of your instructors, where the office hours will be (virtual or in person) and when they will be offered (time and days of the week).

If you have any schedule conflicts with office hours and other classes, contact your instructor directly to request an appointment at another time. Be sure to provide the times you are available and ask which of those times works best for them.

be ready

It is important to be prepared for any questions and concerns you have regarding the course content. Now is a great time to ask your teacher for clarification on a topic or other ways to prepare for exams or class homework. Here are some questions you can ask:

  • Do you have any tips on how best to study or prepare for quizzes, midterm exams or final exam?

  • Are you ready to review a draft of my article before handing over the final product?

  • Can you explain how reading connects to conference topics?

  • Can we review the questions I missed on the exam?

Being prepared also means arriving on time. Make sure you have the correct office time or virtual meeting link to log in or arrive on time.

Maximize your time

During office hours, make sure you stay mentally present in order to make the most of your teacher’s time. Here are a few things to try in your meeting.

  • Take notes that help you better understand your questions

  • Be respectful and stay engaged

  • Ask the questions that matter most to you first

  • Set up a follow-up meeting with your teacher if you need additional help

After office hours

Besides being proactive and attending office hours, another great way to let your teacher know you’re serious about the class is to follow up afterwards.

After attending office hours, follow up via email with any other questions you have asked yourself that you weren’t answered during your meeting. Don’t forget to thank your instructor for meeting you. Remember, professors do their own research, and thanking them for their time answering your questions can be very helpful.

Remember to compile the notes you took during office hours and add them to your class notes if necessary. Try to apply them to new practice problems to help internalize your learning.


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William R. Butler, University’s first vice-president for student affairs, dies https://jules-studentservices.com/william-r-butler-universitys-first-vice-president-for-student-affairs-dies/ Fri, 31 Dec 2021 18:13:34 +0000 https://jules-studentservices.com/william-r-butler-universitys-first-vice-president-for-student-affairs-dies/ Whether it was helping to lead the construction of an on-campus wellness center or launching an initiative providing volunteer opportunities for graduate and undergraduate students, Butler was known for his dedication to students. students. He served the University for over three decades. Bill Butler thought it was just a phone call to exchange jokes. But […]]]>

Whether it was helping to lead the construction of an on-campus wellness center or launching an initiative providing volunteer opportunities for graduate and undergraduate students, Butler was known for his dedication to students. students. He served the University for over three decades.



Bill Butler thought it was just a phone call to exchange jokes. But when he picked up the handset that spring day of 1965 to speak with University of Miami President Henry King Stanford, he realized it was a call that could change his life forever.

Stanford wanted Butler, then a promising young administrator at Ohio University, to be its vice president for student affairs – and he wouldn’t take no for an answer.

So he sent Butler and his wife, Virginia, two plane tickets. The couple flew to Miami, spending six days viewing the Coral Gables campus, chatting with students, and touring the city’s ethnic neighborhoods.

After Butler returned to Ohio, two weeks passed before he decided to accept Stanford’s offer. “Virginia and I came down for good, and we’ve never been sorry,” Butler admitted.

William R. “Bill” Butler, who was the senior vice president of student affairs at the University of Miami for more than three decades, playing a pivotal role in changing institutional policy so that students have a better great power in making decisions that directly affect them, died on December 30. He was 95 years old.

“Bill Butler was a force for good, who left his mark on the University of Miami and all who knew him,” said President Julio Frenk. “His legacy of service, his heart for students and his deep love for our community remain palpable on campus and will live on through the countless people whose experiences have been enriched by his enduring wisdom. Dr Butler will be sadly missed and we offer our deepest condolences to all of his loved ones, especially his four children, Michael, Barbara, Jennifer and Rebecca.

Patricia A. Whitely, Senior Vice President of Student Affairs, said Butler “has been a tremendous mentor to me and hundreds of others, and he will be missed. He always kept the interests of the students first and involved them in all decision-making. The changes and programs he incorporated during his tenure helped shape the student experience at the University of Miami for three decades. He was a visionary with an inclusive heart.

Butler’s accomplishments during his 32-year tenure at the university have spanned the gamut from starting the student-run radio station, WVUM, to helping establish Hecht and Stanford Residential Colleges. .

For 17 years, he was in charge of admissions and financial aid, playing a key role in diversifying the University by increasing the number of black and international students.

He created a special planning group, the Student Activity Fee Allocation Committee, to ensure that the funds raised through tuition fees were properly distributed among the student organizations at the institution.

In 1989, Butler founded a center that gave students the opportunity to volunteer for service-oriented organizations throughout Miami-Dade County. Today, this initiative bears his name: the William R. Butler Center for Volunteer Service and Leadership Development.

He helped lead the construction of the Herbert Wellness Center, which opened a year before his retirement. And he was an education professor, teaching a course at the University’s School of Education and Human Development. He was also a member of the University’s Iron Arrow Honor Society.

During his retirement, Butler published three books that raised funds for the Butler Center for Volunteer Service and Leadership.

But it was his dedication to students that made Butler famous. Above all, he wanted the students to have a voice, and he made sure they did.

“The whole campus environment has changed so that [the students] has become an integral part of the university community with faculty and administration, ”explained Butler. “They were making decisions about their governance and how their fees would be allocated.”

He considered his “greatest privilege” to serve the more than 100,000 students enrolled at the University during his tenure. Many of these students remained friends with Butler long after they graduated.

Born in 1926 in Robinson, Illinois, Butler grew up in a small rural community of about 4,000 people. Her father drove a truck for a fruit and vegetable company and her mother worked for an electrical company.

When he was still a boy, Butler’s father moved the family to Newark, Ohio, to take over the family bakery. And after Butler graduated from high school in 1943, he worked in this bakery, delivering bread, pastries, and other baked goods to around 150 customers.

But Butler wanted to do more. World War II was still raging then, and Butler could no longer quell the powerful urge to serve his country.

He desperately wanted to enlist in the Navy, but at only 17, he needed his parents’ consent. “With quite a bit of cajoling, I finally convinced them,” Butler recalls.

So, at an age when many of his friends were still in high school, Butler, after eight weeks of basic training at a naval base just outside of Chicago, boarded a ship with 5,000 other soldiers. and set sail for the Pacific. Their destination: New Guinea, where he will be stationed for four months.

Then he traveled to Brisbane, Australia, where he served in a radio unit that provided technical communications equipment for General Douglas MacArthur’s beach landings.

By this time, Butler was 18 years old and had reached the rank of Second Class Store Technician. His last stop in the war would be the Philippines. “We were closer to the site of the battle and expected to invade Japan,” said Butler. “We didn’t expect two atomic bombs to be dropped.”

After the war, Butler returned to Newark, attended Ohio University on the GI Bill, and received a bachelor’s and master’s degree in psychology from that institution.

His career in higher education spanned nearly half a century, beginning in 1951 at the University of Kansas (KU), where he was a professor and received his doctorate in counseling psychology.

He served as Associate Dean for Men and International Student Adviser at KU from 1953 to 1957. It was in Kansas that he assigned legendary basketball star Wilt Chamberlain to a room in one of New York’s new dorms. university, taking on the added challenge of finding a bed. which could accommodate Chamberlain’s 7 foot 1 frame.

Butler then held a position at the University of Wisconsin, Milwaukee, as Dean of Men and Assistant Professor. He returned to Ohio University in 1959 to become Dean of Students.

It was in 1965 that he received that memorable phone call from Stanford, who had heard glowing reports about Butler’s administrative skills and his approach to students and wanted him to serve as vice president of student affairs, a newly created post at the university. Butler held this position until his retirement in 1997.

He loved fishing and cycling, and he was the author of “Embracing the World: The University of Miami from Cardboard College to International and Global Acclaim”.

Butler is survived by four children – Michael Butler and his wife XiaPing, Barbara Pierce and her husband Michael, Jennifer Wade and Rebecca Butler – and four grandchildren, Patrick John Butler, Courtney Wade, Sarah Pierce and Emily Birdsong.

Donations in her name can be made to the Butler Center for Volunteer Service and Leadership Development.





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Making the Most of Faculty Office Hours | Student Affairs Division https://jules-studentservices.com/making-the-most-of-faculty-office-hours-student-affairs-division-2/ Wed, 22 Dec 2021 07:26:00 +0000 https://jules-studentservices.com/making-the-most-of-faculty-office-hours-student-affairs-division-2/ One of the best ways to stay ahead of your lessons is to use your teachers as a resource. Believe it or not, they want to see you succeed. The more questions you ask and interact with in and out of class, the easier your learning experience can be. Here is a list of things […]]]>

One of the best ways to stay ahead of your lessons is to use your teachers as a resource. Believe it or not, they want to see you succeed. The more questions you ask and interact with in and out of class, the easier your learning experience can be. Here is a list of things to try to maximize your teacher’s office hours.

Note office hours

At the start of the semester, it may be helpful to write down the office hours information for each of your classes in one place. Write down the names of your instructors, where the office hours will be (virtual or in person) and when they will be offered (time and days of the week).

If you have any schedule conflicts with office hours and other classes, contact your instructor directly to request an appointment at another time. Be sure to provide the hours you are available and ask which of those hours works best for them.

be ready

It is important to be prepared for any questions and concerns you have regarding the course content. Now is a great time to ask your teacher for clarification on a topic or other ways to prepare for exams or class homework. Here are some questions you can ask:

  • Do you have any tips on how best to study or prepare for quizzes, midterm exams or final exam?

  • Are you ready to review a draft of my article before handing over the final product?

  • Can you explain how reading connects to conference topics?

  • Can we review the questions I missed on the exam?

Being prepared also means arriving on time. Make sure you have the correct office time or virtual meeting link to log in or arrive on time.

Maximize your time

During office hours, make sure you stay mentally present in order to make the most of your teacher’s time. Here are a few things to try in your meeting.

  • Take notes that help you better understand your questions

  • Be respectful and stay engaged

  • Ask the questions that matter most to you first

  • Set up a follow-up meeting with your teacher if you need additional help

After office hours

Besides being proactive and attending office hours, another great way to let your teacher know you’re serious about the class is to follow up afterwards.

After attending office hours, follow up via email with any other questions you have asked yourself that you weren’t answered during your meeting. Don’t forget to thank your instructor for meeting you. Remember, professors do their own research and thanking them for their time answering your questions can be very helpful.

Remember to compile the notes you took during office hours and add them to your class notes if necessary. Try to apply them to new practice problems to help internalize your learning.


Source link

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Shirley McBay, Former MIT Dean of Student Affairs and Leading Diversity Advocate, Dies at 86 | MIT News https://jules-studentservices.com/shirley-mcbay-former-mit-dean-of-student-affairs-and-leading-diversity-advocate-dies-at-86-mit-news/ Fri, 17 Dec 2021 14:00:00 +0000 https://jules-studentservices.com/shirley-mcbay-former-mit-dean-of-student-affairs-and-leading-diversity-advocate-dies-at-86-mit-news/ Shirley McBay, the first black dean of student affairs at MIT, died at her home in Los Angeles on November 27. She was 86 years old. As the Institute’s dean of student affairs from 1980 to 1990, McBay led efforts to identify and overcome barriers in the Institute’s racial environment that hindered the success of […]]]>

Shirley McBay, the first black dean of student affairs at MIT, died at her home in Los Angeles on November 27. She was 86 years old.

As the Institute’s dean of student affairs from 1980 to 1990, McBay led efforts to identify and overcome barriers in the Institute’s racial environment that hindered the success of students from under-represented communities. or underserved. A 1986 report titled “The Racial Climate on the MIT Campus” was produced under her leadership, and the recommendations in that report led to another important initiative she led, the Quality Education for Minorities (QEM) project. .

“Dr. McBay’s commitment to removing barriers to success, providing an excellent education for all students, and encouraging students to realize and pay for their interest in the world are hallmarks of his contribution to the world. the MIT community, “said Chancellor Melissa Nobles.” We are indebted to and inspired by her. “

Kenneth Manning, rhetoric and history of science professor Thomas Meloy, said McBay’s fight for racial justice and women’s rights at MIT is “legendary.”

“The widely forgotten racial climate report she produced in the mid-1980s should be required reading today at MIT and elsewhere for anyone serious about trying to achieve diversity, equity and inclusion in their community. establishment, ”says Manning. “The work was a pioneer nationally and in many ways ahead of its time. “

While at MIT, McBay told a Congressional panel that in science and engineering, “the worst intellectual crime one can commit is to undermine one’s results, to prejudge the outcome of ‘an event. However, this is precisely what we do when we fail – from elementary school to graduate school – to encourage women and minorities to enter the fields of science and engineering. “

McBay also helped found the MIT Public Service Center, now known as the PKG Center in honor of Priscilla King Gray, wife of former MIT president Paul Gray. Priscilla Gray says McBay conceived the idea for the center, which served as a central resource for student involvement in community service projects.

“She really created the MIT Public Service Center,” says Gray. “She started it up and when she left MIT she asked me if I could help, if I could take care of it when she left. It was a good partnership.

Gray says what impressed her most about McBay was “her concern for students and getting things done that would benefit them.” She really was a person with big ideas, and she brought them to fruition. “

Born in Bainbridge, Georgia, McBay attended separate schools, where she showed great promise, especially in math. In the book “Technology and the Dream,” a series of oral histories of black students, professors, and staff at MIT, McBay explained to author Clarence Williams how she competed in fourth-grade math against high school students standing on a chair so that she can write her problems on the board.

“I enjoyed it immensely,” she told Williams, professor emeritus in the Department of Urban Studies and Planning at MIT and founder of the MIT Black History Project. “I have never lacked confidence in myself.”

This early confidence stuck with her – and helped her fight hard for racial justice.

Williams, who worked closely with McBay in the 1980s, says she “often forced individuals and groups to confront their own attitudes, behaviors, and personal history” on race issues in higher education.

“She was relentless when it came to discussing and examining these issues,” he says.

At age 15, McBay enrolled at Paine College in Augusta, Georgia, and at age 19 graduated with a chemistry degree.

She then taught at Spelman College, a historically black college in Atlanta, and earned a master’s degree from the University of Atlanta in chemistry and mathematics. She began doctoral studies at the University of Chicago after marrying chemist and educator Henry McBay, but transferred to the University of Georgia to be closer to her family.

After obtaining her doctorate, she returned to Spelman, as a professor and administrator. She created the college’s mathematics department, which she chaired, and created the college’s natural sciences division. According to the New York Times, more black women with doctorates in science have undergraduate degrees from Spelman than from any other college.

In 1975, she went to work for the National Science Foundation, where she started a program to help improve the coursework and research capacities of institutions focused on students from under-represented or underserved groups.

After arriving at MIT in 1980 and serving as Dean of Student Affairs for 10 years, McBay founded the QEM Network in Washington, where he served as President for two decades. The organization advocates for students of color by hosting conferences, providing advice on how to apply for grants, locating internship opportunities at science organizations, and helping colleges and universities across the country better support their students from under-represented groups in STEM fields.

McBay is survived by two sons, Michael and Ron, and Laura-Lee Davidson ’81, MBA ’87, whom McBay considered to be a daughter. Henry McBay died in 1995.

Dan Hastings, Associate Dean of Engineering for Diversity, Equity and Inclusion and Head of the Department of Aeronautics and Astronautics, said McBay’s most valuable contribution to the Institute was “his passion. and his commitment to the cause of excellent education for all ”.

Donations can be made to the Shirley McBay Fund of the QEM network.


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Team leader job, student affairs and engagement with the UNIVERSITY OF SYDNEY https://jules-studentservices.com/team-leader-job-student-affairs-and-engagement-with-the-university-of-sydney/ Fri, 17 Dec 2021 03:52:00 +0000 https://jules-studentservices.com/team-leader-job-student-affairs-and-engagement-with-the-university-of-sydney/ Permanent full-time position An exciting opportunity to use your leadership skills to coordinate the operational and administrative services of the Student Affairs and Engagement Unit Base salary $ 97,975 – $ 106,738 + 17% retirement About the opportunity The Student Affairs and Engagement unit has a unique opportunity to join our high-performing team that offers […]]]>
  • Permanent full-time position
  • An exciting opportunity to use your leadership skills to coordinate the operational and administrative services of the Student Affairs and Engagement Unit
  • Base salary $ 97,975 – $ 106,738 + 17% retirement

About the opportunity

The Student Affairs and Engagement unit has a unique opportunity to join our high-performing team that offers top-notch university programs that are well recognized in the higher education community. This is an exciting opportunity to play a pivotal role in ensuring the effective and efficient delivery of services to educate students about the variety of engagement and support programs designed to help and prepare students for success. If you enjoy working in a busy environment, are fast paced, enjoy solving operational problems, and are able to think strategically, then this role is for you.

The unit is looking for a dynamic and motivated individual who can provide leadership support to our highly motivated administrative staff within the Student Affairs and Engagement team. You will be responsible for ensuring the smooth running of day-to-day operations and providing expert advice on matters of policy and procedure for student affairs.

Your main responsibilities will be to:

  • manage general administrative services and operational support within the work area
  • provide leadership and people management for staff
  • research and analyze data, prepare reports and recommendations on various areas related to student affairs and engagement
  • monitor University policies and procedures to ensure alignment of the Faculty of Arts and Social Sciences
  • undertake ad hoc projects and other activities

About you

We are looking for a Team Leader, Student Affairs and Engagement who has:

  • management and leadership experience in a university, faculty or school context
  • demonstrated experience in supervision, training, mentoring and performance management of staff
  • ability to build effective and highly engaged teams focused on achieving results
  • demonstrated ability to plan, develop, implement, evaluate and adapt initiatives in a changing higher education environment
  • high level negotiation, conflict resolution, relationship building and influence skills, as well as high levels of tact, diplomacy and discretion and the ability to maintain confidentiality in a variety of matters
  • strong problem-solving and critical thinking skills with the ability to demonstrate initiative, exercise judgment and prioritize workload during peak periods
  • Extensive verbal and written communication skills, with experience in handling a wide range of inquiries and delivering excellent results to clients
  • knowledge of university policies and experience in ensuring that interpretation and implementation conforms to established administrative processes and procedures.

Closing date for applications

11:59 p.m., Monday January 17, 2022

Please note: The University of Sydney will be closed from December 24, 2021 to January 9, 2022 inclusive.

Sponsorship / employment rights for Australia

Please note: Visa sponsorship is not available for this position. For a permanent position, you must be an Australian or New Zealand citizen or an Australian permanent resident.

Australian Temporary Residents currently employed at the University of Sydney may be considered on a fixed-term contract for the duration of their visa, depending on the requirements of the area of ​​employment and the position.

Pre-employment checks

Your employment is conditional on the completion of all required pre-employment roles or background checks on terms satisfactory to the University. Likewise, your continued employment is conditional on you satisfactorily maintaining all relevant clearances and background check requirements. If you do not comply with these conditions, the University may take any necessary action, including terminating your employment.

TEE statement

The University of Sydney is committed to diversity and social inclusion. Applications from people of diverse cultural and linguistic origins; equity target groups including women, people with disabilities, people who identify as LGBTIQ; and people of Aboriginal and Torres Strait Islander descent are encouraged.

Cover letter

Please address the points below in your cover letter:

  • describe the techniques you use to build, maintain and motivate a high performing team
  • explain a time when you identified, designed and implemented an innovative program or project that significantly improved the area of ​​work practices
  • Describe a case where you pivoted by delivering agile change management solutions that delivered superior results to students with measurable impact
  • provide an example of how you have ensured that the policy and processes are followed

How to register

Applications (including a cover letter addressing the three points above, a CV and any additional supporting documents) can be submitted through the Apply button at the top of the page.

For University employees or casual workers, please log into your Working day account and navigate to the Career icon on your dashboard. Click on USYD Find Jobs and apply.

For a confidential discussion of the position, or if you require a reasonable adjustment or support to complete this application, please contact Paulina Rojas / Nicole Feain of Recruitment Operations, Human Resources via recruitment.ablc@sydney.edu .to

© Sydney University

The University reserves the right not to make any appointment.


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You need a village: the native space https://jules-studentservices.com/you-need-a-village-the-native-space/ Tue, 14 Dec 2021 02:48:56 +0000 https://jules-studentservices.com/you-need-a-village-the-native-space/ By Naz Santiago, DASA Marketing Intern Native Space is a safe, community – and identity – driven space for Indigenous students and Indigenous allies, or students who wish to immerse themselves in the knowledge of Indigenous cultures. Founded in 2016, this community is perfect for Indigenous students who want to feel connected to their culture, […]]]>

By Naz Santiago, DASA Marketing Intern

Native Space is a safe, community – and identity – driven space for Indigenous students and Indigenous allies, or students who wish to immerse themselves in the knowledge of Indigenous cultures. Founded in 2016, this community is perfect for Indigenous students who want to feel connected to their culture, who want to be seen and heard, who want to connect with their peers, and who need a home away from home. . The goal of Native Space is to connect Indigenous students with each other and help them build a larger community while helping them find mentorship from faculty and staff.

In their own words

Based in Wood Hall, Native Space helps make the NC State campus smaller for the first incoming Native years. This community provides Indigenous students with the tools and a platform to defend themselves. It also helps students connect with other Indigenous organizations such as the Native American Student Association (NASA) so that they can continue to build their community and expand their network when they graduate from the State of. North Carolina. This village also provides students with the support and resources necessary to continue to improve the environment for Indigenous students and effect positive change.

“Some of the benefits and opportunities that I have been able to enjoy living in Native Space are that I can be with other native people and let others know about my experiences and learn more about their experiences,” said Lee Tartaglia ( story ’25), a resident of Native Space and a member of the Lumbee Tribe. “You get a better understanding of the different stories whenever you are surrounded by them. ”

Native Space members gather in the Wood Hall boardroom

Gavin Bell, Assistant Director of Multicultural Student Affairs, became involved with Native Space while pursuing his Masters at NC State in 2019 and has continued to help organize and participate in Native Space initiatives since. Prior to the COVID-19 pandemic, Bell traveled with residents of Native Space in Washington, DC, where they were able to learn about different Indigenous groups from across the United States and North America.

“We were able to have a lot of intimate conversations on this trip that we couldn’t have in the same capacity on campus,” Bell said. “We talked about many issues in our community, whether it’s poverty or mental health, or the pressures you feel as an Indigenous student coming here to be successful for your family or for your people.”

Native Space members and staff at the National Museum of the American Indian in Washington, DC
Native Space members and staff at the National Museum of the American Indian in Washington, DC

Native Space has also provided members with resume writing workshops, social programs, academic and professional development workshops, cultural sharing and presentation events, and events that help students connect with mentors. . So far this year, Native Space has hosted two film screenings, and more programs and events are in the works.

The students and staff of Native Space hope that membership will continue to grow and invite all students to get involved in their programming.

Three students dressed in traditional Native American attire in front of a large window at Talley Student Union
Native Space partners with Native American Student Association for cultural events

“I would love to see Native Space become a mentoring-centric village,” said Bell. “My hope is to create a somewhat larger network with the village that goes beyond the first years that come for a year and then leave… I want the students to stay involved in the village so that when the future first years come in in the village and trying to navigate their spaces on campus, what they do and what their passions are, I want there to be upper class students who come back and directly mentor and advise these students.

“I hope Native Space will get much bigger,” Tartaglia said. “I hope that we can really grow in terms of population and that we can really build our community.”

Steps in front of Wood Hall
Wood Hall, pictured here, is home to the Native Space Village.

Incoming students who identify themselves as native on their application to the state of North Carolina automatically receive information about Native Space and other support programs for native students on campus. The village is also open to any student wishing to deepen and immerse themselves in the native culture. Applications for Living and Learning Villages in the State of North Carolina open in February. Learn more about Native Space here and find out about the application process here.


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